Lesson 3 Lesson Overview-
This lesson will begin with a review of what they learned in the last two lessons. Earthquakes are caused by movement of earth’s plates, what plate tectonics is, why oceanic plates are denser then continental, and the layers of the earth. Homework will be collected from last class. Students will receive credit for completion and feedback will be given on the assignment. Then the class will get right into partners and begin a lab on plate tectonics. The lab will be explained and the rubric will be reviewed on the overhead. The lab involves the students playing with clay to create different models of plate movements. The students will complete a lab report which will be graded and a rubric will be used to score the students. The last part of class will be spent classifying their models and connecting them to divergent, convergent, subduction zones and transform boundaries. For homework students will write the conclusion for their lab report. Learning Performances
Students will propose and design four models to represent four types of plate movements. Once they have that complete they will label their models as convergent, divergent, a subduction zone and transform boundary and create a short definition for each. Next class definitions will be generated after this activity is complete. In the conclusion of their lab reports they will relate plate movements to geological features, and earthquakes.
Standards
Materials Needed-
Clay (enough for each pair of students to make four models)
Cardboard to make the models on
Markers
Overhead
Time required- 95 minutes Instructional Sequence
20 minutes to collect homework and go over the answers, to review the layers of the earth from yesterday’s hand out and explain the lab
60 minutes to complete lab and classify models
15 to answer any question and make sure students understand their written assignment Introducing Lesson-
Ø Class will open with a review of the homework which will also be collected for homework credit.
Ø Then there will be a quick of review the layers of the earth from yesterday’s diagram and review the density of the different plates.
Ø The materials will be handed out and the directions will be read out loud so the class understands the lab. Also the rubric for the lab will be reviewed on the overhead so students know exactly what is required of them. Instruction Activity-
Ø The students will work through the lab that is handed out to them. They will first create a hypothesis of four types of plate movement. The lab is designed to be inquiry based so the students don’t know exactly how the plates move.
Ø Then using the clay they will create their four models and try to label them from the words provided. They will create a student definition for the four words.
Ø Once everything is labeled and they have their definitions, then they will receive definitions provided by the teacher and they will record any differences in the two definitions in the space provided. They will also label there models for a final time if any changes are necessary. For full credit both labels and definitions need to have an initial and final version once the students receive the teacher definitions. Concluding Lesson-
Ø The lesson will end with a class discussion of the models they made. The class will be asked who has a good model of each of the different plate movements and one by one the models will be presented to the class for everyone to see. All the models will be displayed but the class will vote on the four best models to represent the four types of plate movements.
Ø Before the end of class the teacher will read through the directions for writing the conclusion so everyone is clear on the assignment.
Assessing Students Understanding-
The students will be assessed on the completion of their lab reports and if they gave support for their conclusion. A rubric will be used to grade this assignment. The rubric will be attached to the lab so the students know how they are being graded.
Cautions- Students will have to be responsible and mature dealing with the clay.
Lesson Overview-
This lesson will begin with a review of what they learned in the last two lessons. Earthquakes are caused by movement of earth’s plates, what plate tectonics is, why oceanic plates are denser then continental, and the layers of the earth. Homework will be collected from last class. Students will receive credit for completion and feedback will be given on the assignment. Then the class will get right into partners and begin a lab on plate tectonics. The lab will be explained and the rubric will be reviewed on the overhead. The lab involves the students playing with clay to create different models of plate movements. The students will complete a lab report which will be graded and a rubric will be used to score the students. The last part of class will be spent classifying their models and connecting them to divergent, convergent, subduction zones and transform boundaries. For homework students will write the conclusion for their lab report.
Learning Performances
Students will propose and design four models to represent four types of plate movements. Once they have that complete they will label their models as convergent, divergent, a subduction zone and transform boundary and create a short definition for each. Next class definitions will be generated after this activity is complete. In the conclusion of their lab reports they will relate plate movements to geological features, and earthquakes.
Standards
Materials Needed-
Clay (enough for each pair of students to make four models)
Cardboard to make the models on
Markers
Overhead
Time required- 95 minutes
Instructional Sequence
20 minutes to collect homework and go over the answers, to review the layers of the earth from yesterday’s hand out and explain the lab
60 minutes to complete lab and classify models
15 to answer any question and make sure students understand their written assignment
Introducing Lesson-
Ø Class will open with a review of the homework which will also be collected for homework credit.
Ø Then there will be a quick of review the layers of the earth from yesterday’s diagram and review the density of the different plates.
Ø The materials will be handed out and the directions will be read out loud so the class understands the lab. Also the rubric for the lab will be reviewed on the overhead so students know exactly what is required of them.
Instruction Activity-
Ø The students will work through the lab that is handed out to them. They will first create a hypothesis of four types of plate movement. The lab is designed to be inquiry based so the students don’t know exactly how the plates move.
Ø Then using the clay they will create their four models and try to label them from the words provided. They will create a student definition for the four words.
Ø Once everything is labeled and they have their definitions, then they will receive definitions provided by the teacher and they will record any differences in the two definitions in the space provided. They will also label there models for a final time if any changes are necessary. For full credit both labels and definitions need to have an initial and final version once the students receive the teacher definitions.
Concluding Lesson-
Ø The lesson will end with a class discussion of the models they made. The class will be asked who has a good model of each of the different plate movements and one by one the models will be presented to the class for everyone to see. All the models will be displayed but the class will vote on the four best models to represent the four types of plate movements.
Ø Before the end of class the teacher will read through the directions for writing the conclusion so everyone is clear on the assignment.
Assessing Students Understanding-
The students will be assessed on the completion of their lab reports and if they gave support for their conclusion. A rubric will be used to grade this assignment. The rubric will be attached to the lab so the students know how they are being graded.
Cautions- Students will have to be responsible and mature dealing with the clay.
Sources- none
Teaching Resources-
Lab report with rubric
Definition hand out